1. Relevance to Distance Education of the Experiential Learning Model William E. Garner, Rh.D., CRC, LPC 1

2. Our Program University of Arkansas at Little Rock Online Graduate Rehabilitation Counseling Program: (www.ualr.edu/rc) 2

3. 3 UALR’s Online MRC Program June, 2000 - The Rehabilitation Counseling program began, completely online, with 14 students First completely online program in Arkansas. Fully accredited by the Council on Rehabilitation Education (CORE) 3

4. 4 UALR’s Online MRC Program 60-semester hours LPC options 50 states 7 other countries AD Military deployed worldwide Current enrollment – 174 active students

5. What was lacking? Understanding how to: Analyze client needs Identify available resources Make effective referrals to community resources –Applications –Eligibility Criteria –Funding 5

6. What was lacking? Understanding how external resources actually work Monitoring Assessing value 6

7. What else was wrong? Anxiety over making “cold calls” Little understanding of becoming part of a treatment team Legal and ethical Issues with shared cases 7

8. Our Solution Incorporation of Experiential Learning/Service Learning tasks into several classes throughout the program –Consistent with the learning goals for the particular class –Provide incremental exposure to the “outside world” –Provide a bridge between theory and practice 8

9. 9 Experiential Learning/Service Learning: An approach to learning in which participants engage in an activity, reflect on the activity critically, and obtain useful insight and learning; A "hands on", "learning by doing" approach.

10. Experiential Learning combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. 10

11. In Experiential Learning courses, students engage in an organized service activity in such a way as to gain further understanding of course content, appreciation of the discipline, and an enhanced sense of civic responsibility. 11

12. Case Management Class Example: Structure Totally on-line Major component is to build a case Emphasizes effective referrals and reports Emphasizes synthesis of data and planning Service delivery and closure 12

13. Positioning of the Case Management class Taken in the latter part of the program Viewed as a “capstone” class Essentially provides an academic component for the field experiences (Practicum & Internship) Ideal for Experiential Learning Component 13

14. Experiential Learning Task In this task, the student will identify and assess the need for a specific community service which would facilitate progression towards successful completion of a vocational rehabilitation plan. 14

15. Experiential Learning Task If an existing provider – a public sector agency, private sector vendor, community service, or an individual can be identified, the task may be to participate in or enhance the delivery of the service. 15

16. Experiential Learning Task If no existing resource can be identified, the task may be to develop an appropriate resource. This may involve identifying an “Umbrella “ organization able to sponsor the service The student’s task then would be to develop and implement the service 16

17. Steps in the Experiential Learning Task Process  Perform an analysis to identify needs  Seek, or develop, service providers  Participate in the service delivery process  Analyze results  Complete Mid-Point and Conclusion Reflection Papers 17

18. Central Elements to Evaluating Effectiveness of Experiential Learning Meaningful service to the community Clear connection between course objectives and service activities Structured opportunities for reflection 18

19. Structure of Reflection Papers is Key to Evaluation Process  INTRODUCTION  WHAT  SO WHAT  NOW WHAT  WHAT DID YOU LEARN  OVERALL: DO REFLECTION PAPERS SHOW ACHIEVEMENT OF COURSE OBJECTIVES 19

20. What are some typical tasks? You identify a problem with homeless or unemployed individuals not having clothes suitable for interviews or employment and cannot identify local resources to assist them. You might partner with a local church or community center to develop a “dress for success” or “clothes closet” program which would solicit suitable clothing for distribution through their organization. You would arrange for effective solicitation, space for storage and distribution, and advertising the availability of the service. 20

21. What are some typical tasks? You identify a need for employability skill training and determine that the local Workforce Development Center offers these services just two mornings per week. You could enter into an agreement to provide structured seminars on the other three days; offer individual assistance in resume writing; or conducting mock interviews. You could also conduct a satisfaction survey of service recipients to assist the office in changing the service or to justify additional resources. 21

22. What are some typical tasks? You need to provide support and training for the family of an individual who incurred a traumatic brain injury. The family is in an isolated rural area and has minimal financial resources. You arrange with the nearest public library to allow a computer with internet access to have the bookmarks or favorites include links to TBI treatment and support sites, telemedicine links to the client’s medical service provider(s), and cognitive exercise sites. You also provide appropriate orientation and training to the library staff and client/family. 22

23. Challenges of an Online Structure Multiple students at multiple sites Smaller, highly individualized projects Minimizes repetitive use of sites Minimizes potential for site visits by faculty supervisors Frequency and structure of interaction with faculty and other students Technology issues 23

24. For a Copy of the Presentation William E. Garner, Rh.D., CRC, LPC 501-569-3555 wegarner@ualr.edu Info on UALR MRC Program www.ualr.edu/rc 24